Intangible Capital

IC, 2017 – 13(5): 902-922 – Online ISSN: 1697-9818 – Print ISSN: 2014-3214

https://doi.org/10.3926/ic.1042

Educational videos: After the why, the how

Manuel Rajadell , Federico Garriga-Garzón

Universitat Politècnica de Catalunya (Spain)

manuel.rajadell@upc.edu, federico.garriga@upc.edu

Received March, 2017

Accepted October, 2017

Abstract

Purpose: The introduction of educational videos into university education is an indisputable

reality. Numerous scientific publications have outlined the advantages to students: flexibility,

motivation, encouraging self-learning, lower costs, etc. The aim of this paper is to explore the

steps required to make educational videos and highlight the need for educational institutions to

provide teachers with the means to enable them to improve the quality of their multimedia

material productions. Policies in this direction would help to improve the training of future

professionals and enhance the opportunities offered by podcasts.

Design/methodology: A literature review and a survey have been conducted. Starting in the

first semester of the academic year 2012-2013, a questionnaire has been applied systematically

to students and the corresponding population parameters estimated with a 95% confidence

level.

Findings: Students consider educational videos as supplementary material which complement

traditional methodologies and favour self-learning as well as offering flexibility at no additional

cost. Teachers can produce their own high-quality multimedia material, which in turn requires a

consistent evolutionary process in elaborating within the changing possibilities that information

technologies offer.

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Originality/value: This work deals with the treatment of technical issues and based on our

studies suggests the process to be followed by teachers when making educational videos.

References to this subject in the literature were found to be somewhat limited.

Keywords: Podcasting and education, Educational videos, Video in the learning process

Jel Codes: A2

1. Introduction

The process of transferring information, whatever the content, has been changing due to the

convergence of three sectors: information technology, media and telecommunications. The users have

also changed and their desire for autonomy is growing as they choose what type of information they

are interested in and where to access it (Nagy & Bernschütz, 2015). Currently information, unlike other

economic resources, is not scarce and in fact especially via the Internet it is abundant and to some

extent excessive. University teaching and especially that oriented to the understanding of industrial

organization is not immune to this phenomenon. Therefore, the way to teach a class has changed, or

should have, with models incorporating the new types of resources available. This change can be

explained by the dynamic development of methods and tools in information technology. At the same

time, this development not only triggers flexible learning methods but also supports them through the

creation of a new type of knowledge transfer (Allen & Seaman, 2012) and video is a good example of

this. In this paper the term video refers to media files that are distributed through a digital format over

the Internet using personal computers or mobile devices (McGarr, 2009).

The increase in the wealth of audiovisual media presents interesting possibilities that allow for teaching

while economising attention. This work is underlain by the Principle of Attention Economy

(Davenport & Beck, 2001; Goldhaber, 1997; Simon, 1971) according to which, the more information

there is, the lower the attention span and time available to assimilate it. If this concept is transferred to

teaching, the teacher is increasingly becoming a mere manager of knowledge who should strive to focus

students’ attention. In general, interest and attention in knowledge presented in master classes is

progressively being lost as new technologies allow students to obtain such knowledge by other means

and capture their attention (Rué, 2009). The objective is an improvement in performance through self-

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learning training and an increase in its effectiveness and flexibility within the framework of a society

that organizes itself on the net through a process of both technical and cultural transformation

(Castells, 2003).

On the other hand, the tendency towards a reduction in hours devoted to master classes or lectures

requires the application of new technologies in order to introduce flexibility in teaching (McGarr,

2009), with greater emphasis made on learning activities than on teaching, not forgetting the overall

development of the human being contemplating both ethics and personal development (Fernández,

Fernández & Ortiz, 2003). Reducing class sessions favors the introduction of video distributed from

streaming video channels through a data stream over the Internet, direct playback on a web page in real

time without having to first download the file to your computer (Shephard, 2003).

This article describes the production process of multimedia assemblies whose aim is to harness the

potential of audiovisual language and increase class attention and efficiency by reducing the zapping

effect in which a high percentage of students who attend class are immersed. Given that the current

trend is to emphasize learning rather than learning tasks, the videos point in this direction.

2. Educational videos

Videos began to enter teaching in the 20th century during the 1980s. Rapid advances in communication

and information technology have made them a resource with unlimited possibilities (Nagy &

Bernschütz, 2015; Pink, 2007) accessible to non-professional users (Shrun, Duque & Brown, 2005).

With the development of computer technology, the possibility to create, edit and share videos has

increased the use of videos in university teaching as outlined by Kay and Kletskin (2012).

Many researchers have recognized the usefulness of video in the learning process, emphasizing its

effectiveness as a training tool. Cabero (2007) summarizes the possibilities of videos accentuating the

high number of alternatives to visualise them and their adaptation to any educational level, as well as

pointing out their limitations such as favoring passive attitudes. With the evolution of digital technology

and fast access streaming video channels via the Internet, video has moved from being an important

element to being considered as teaching methodology, with the increase in the number of settings

which use dynamic image as a captivating element for students’ attention (Simó et al., 2009), to the

point that some authors (Choi & Johnson, 2007; Shyu, 2000; Wisher & Curnow, 1999) argue that it is

much more efficient than other methodologies based on books or text material. Hallett and Fari a’s

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study (2006) concludes that multimedia material that integrates audio, video, animations, graphics and

text enables greater content memorization than traditional Power Point slides.

It should be noted that it is proposed that videos are used as complementary components classroom

sessions. Some studies have shown that when used as a complement, positive results are obtained in

student performance (Dupuis, Coutu & Laneuville, 2013; Traphagan, Kusera & Kishi, 2010; Wieling &

Hofman, 2010; Williams, Birch & Hancock, 2012), whereas when used simply to replace class sessions

there is not the same improvement in learning outcomes (Giannakos & Vlamos, 2013; McKinney, Dyck

& Luber, 2008).

According to Caspi, Goirsky and Privman (2005), educational videos can be divided into three

categories depending on their use and purpose: demonstration videos, narrative videos and videos of

keynote lecture sessions. This paper belongs to the first category characterized by offering a learning

tool to further autonomous learning. Also, video is a motivating tool for learning (Fisher & Baird, 2006;

Marx & Frost, 1998), which could be justified by the power of attraction of audiovisual language and

its influence on emotions which can serve to reinforce other less attractive activities. This motivation

should result in an increase in the number of hours spent on various subjects, through viewing

multimedia content and using the opportunity to combine this with other resources such as text,

graphics, debates, etc. This phenomenon is described by the Premack principle coined by the American

psychologist David Premack whereby when two stimuli are linked together, the one that is most likely

to occur positively reinforces the one that is least likely to occur.

The potential of digital technologies help teaching innovation and autonomou s learning (Steffens,

2001) as it is evident that students are very used to this type of technologies which enable good quality

visualization in different media and devices: computers, tablets, smartphones, iPods, etc., and are even

exchangeable via bluetooth. In this way students are ensured access to quality, low cost material and as

often as they wish (Foertsch, Moses, Strikwerda & Litzkow, 2002; Shantikumar, 2010; Winterbottom,

2007) from anywhere and via multiple platforms, which is a very interesting possibility in the context of

autonomous learning (Bolliger, Supanokorn & Boggs, 2010; Shantikumar, 2010; Simó et al., 2009). This

flexibility enables methodologies to be combined in a critical manner in order to develop a sea-change

transformation in students (Aiello & Willem, 2004). In this regard Dr.Dilleman of the Leuven Catholic

University proposes that education should be presented as on a menu, just as in a haute cuisine

restaurant: an easy menu to read (friendly interface), offering nouveau cuisine (modular and free choice)

open 24 hours (distance learning) and first class food and service (tutoring and student control).

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According to Peters (1998), autonomous learning not only provides students with the opportunity to

develop their initiatives and plan their training process, but forces them to do so. In fact they can decide

where, when, how long and how fast to study, which makes them assume a higher level of

responsibility. At this point we cannot avoid mentioning some practical factors such as the possibility

of enabling the monitoring of different subjects available which have complicated timetables (Foertsch

et al., 2002) and saving some trips to attend class (Mckinney & Page, 2009). For a review of how

autonomous learning is considered enhanced in different learning environments by technologies we

recommend texts by Steffens (2006).

3. Steps to be taken to in the development of educational videos

Once interest in the production of multimedia material has been justified the next step is to present

research work carried out in order to answer a fundamental question: How to tackle the challenge of

making educational videos. Initially, for the use of multimedia material in classes we propose to follow

an evolutionary process consisting of five phases (Rajadell & Garriga, 2013):

• For decades that has been possible to introduce audiovisual elements in teaching through the

recommendation of movies to students. Also, TV shows or documentaries can be introduced

by the teacher in the teaching and learning process (Fourcade, 2008).

• The selection of a set of sequences from Internet to divulge a topic or certain concept. These

sequences can be selected according to user requirements (Zhang, Zhou, Briggs & Nunamaker,

2006). This easy and affordable option from the huge range available on youtube enables the

teacher to bring interesting materials from the net, generate debate and provide examples.

There is also the possibility of adding subtitles to this material using a free, multiplatform,

manual and very precise tool such as Aegisub.

• Make low-cost video screencasts which consist of a digital recording to the computer screen

and includes an audio commentary. This simply takes advantage of the ease of using Microsoft

Producer for PowerPoint, Screencast-O-matic or Camtasia Studio which all easily enable

screenshot capture from a computer screen as well as Adobe Captivate. You can also take

pictures with a webcam or another video camera and attach an audio file. This format is easily

edited using tools suitable for beginners such as MovieMaker for Windows or iMovie for Mac,

which as well as being easier to use are also free. Editing lets you add text which in turn helps to

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highlight the structure and main concepts. The results obtained provide high educational value

and can be presented in different final resolution formats to enable access for all students

(Winterbottom, 2007). The files are shared as podcasts. While the term podcast initially referred

to audio recordings today it applies to a distribution method via Internet of any digital file or

collection of files, to be played back on portable devices such as personal computers, iPods,

smart-phones or tablets (Lazzari, 2009) for an audience that wants to play back on demand.

• Make a montage using video clips. Internet is an inexhaustible source of images and sound

resources, although only those that are free of copyright can be used. CreativeCommons

licenses allow you to use material created by others. After acquiring some knowledge it is

possible to work with Sony Vegas, Adobe Premiere or Final Cut to edit video clips using

material compiled from various sources, attach titles and add one or more audio tracks in order

to create an enjoyable and effective presentation.

• Create your own multimedia montage production. This is undoubtedly the most complicated

and costly. It stems from an idea that answers specific training needs and establishes a script

organizing information sequentially. The visual style is then decided before passing to the

recording phase taking care of both sound and image, requiring the rehearsal of speech several

times. In the editing phase poor scenes are removed, the length of the sequences is managed

and special effects, titles, subtitles, transitions, music and narration are added. The process ends

with the publication of the video on a digital platform or on a video streaming channel on the

Internet.

We should note that there are tools to create lists of questions in order to gather information and

validate the knowledge acquired by students, so that videos become interactive. One of these tools is

Edpuzzle that as well as providing teachers with links to course materials and introducing video

questionnaires also provides feedback on each possible answer. An alternative, with similar

characteristics, is Educanon.

Teachers should undertake the evolutionary process described above in order to reach the last level,

that is, creating original multimedia productions, and be aware that with proper design it is possible to

provide tools to facilitate knowledge which does not have to be to the detriment of the role they serve

as trainers but rather the contrary. Through a combined use of classroom teaching and learning objects

such as multimedia materials, teachers reserve themselves for the most substantial part of the training

activity, which is to provide approaches and guidelines that need greater communication and empathy.

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The teacher should concentrate on what students cannot do for themselves and from this approach

some really relevant teaching competences emerge in relation to the activity of teaching (Rué, 2009).

We should also note that audiovisual resources are not intended to eliminate teachers (McKinney et al.,

2008) but rather intend to integrate into the educational system, given that multimedia montages allow

the use of real life cases to show examples of both good and bad practices or real-world illustrations

(Jarvis & Dickie, 2009), summarize a class lesson or chapter of the textbook (McGarr, 2009), visualize

an experiment before doing it, pose a problem or a video conundrum (Bartolomé, 2008), establish a

starting point for a debate or a class (Bennett & Glover 2008; Foertsch et al., 2002), present a method,

algorithm or way of working, intuitively present an idea, solve a problem graphically (Kay, 2012), create

stories, visual metaphors, etc.

Podcasts enable students to have higher quality notes (McKinney et al., 2008; Traphagan et al., 2010),

and they also offer the option to correct them (Cramer, Collins, Snider & Fawcett, 2007; Evans, 2008).

Fourcade (2008), states that these possibilities not only serve to motivate but also create participatory

dynamics and develop expressive and perceptual abilities. Podcasting has made distance education more

accessible to a wide diversity of students (Cebeci & Tekdal, 2006), proving effective in reducing

isolation and anxiety in students as it promotes a sense of belonging to a community (Lee & Chan,

2007), and also tightens the relationship between students and teachers (Fernández, Simó & Sallán,

2009). In the case of foreign students podcasts help them overcome language difficulties in the first

months of course due to the ease with which they can replay them (Evans, 2008).

Notably video is economically profitable in reducing costs by allowing reuse (Jung, 20 05) and in

postgraduate training it decreases the number of class-based sessions. However, if all media are

bidirectional, video is no exception, so in order to maximize its broadcast capability it is not enough to

access the tools or heavily use the media but it is also necessary to master the language (Salinas, 2012).

The creative ability to communicate also gives students the possibility to critically receive messages

from the media, which is to say that video is a useful resource both in terms of means and content.

4. How to make educational videos

Video production through your own material preparation can be done in a number of ways, always

based on the videographic language that has emerged from the effort to develop audiovisual messages

through the use of existing technical means of collection and reproduction. Alt hough Ractham and

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Zhang (2006) suggest that podcast production is simple for teachers, they will still have to face, when

producing a video, an obvious lack of training in carrying out such a project with a guarantee of

success and acceptable technical parameters: image quality, format explanations, cognitive load, tone of

voice, rhythm, length and scene segmentation, etc. In accordance with Kay (2012), despite the

importance of the technical characteristics of videos and its effect on learning, there are no studies to

evaluate this relationship.

The point is that if the widespread use of podcasting in education is a reality, practical concerns about

their production have to be properly addressed and this implies an improvement in the level of

institutional support as stated in research by Lonn and Teasley (2009). Our study suggests that there has

been very little research done which deals with the fundamental issues about the content and authoring

of podcasts in order stimulate a more innovative use of this technology. It rarely seems to be

considered for research or investigation. In our environment the development of this type of material

depends only on teachers’ vocation for education as they do not receive any encouragement to do so

and if they spend an excessive amount of time cannot then deal with the activities of their own

research which can end up penalizing them.

Ellis and Cohen (2001) published research which warned that although podcasts can be useful,

attractive and received with great enthusiasm by students, their use should be weighed up against the

cost of their production. Also, Brown and Green (2007) claim that producing a video is a difficult task

for most teachers. This is possibly still valid today although production costs are gradually getting lower.

The teacher's work should focus on the development of the script, which is the result of a creative

effort. All too often this is left in the hands of the director who ends up materializing the project and

who finally transforms it into a new project. For the director the technical script is an obligatory work

reference, outlining which must be achieved. In this sense the script is a starting point as well as a point

of arrival (Fernández and Martínez, 2007).

In our case, the scripts were created by including all the images and expressions of those concepts

likely to be disclosed. At the time of preparing the scripts the following points should be decided upon:

• What to explain. Define the thematic focus to be addressed and the ideas you want to

communicate and then proceed to summarize (avoiding unnecessary terms or words) and

finally organize the text. As in the cinema a script should be developed to present ideas and

should be the basis for the final product to explain the target content with the necessary clarity.

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The script requires an effort in documenting rationally, aesthetically and scientifically, in order

to then select the essentials.

• How the videos will be used. The video concept of a television presenter, where the teacher is

in front of a blackboard or sitting in a seat, is rejected. The video must not turn into a talking

head. The unspoken rule about visual storytelling is that a gesture is preferable to dialogue. It is

advisable to look at videos which are similar examples to the proposed project and read articles

in magazines so as to exploit the unique properties of video (sound interface and image), which

invites you to create things differently than normally (Rea & Irving, 2002).

• How long. The benefits and challenges posed by the introduction of video in teaching is closely

related to their length (Kay, 2012), a two-minute video of has a different impact than a ten-

minute one. The attention span is a scarce resource in developed societies where some groups

offer time and others demand it, so we should take into account the law of supply and demand

when communicating with others (Núñez, 2007). Since the time of uninterrupted attention lasts

about ten minutes (Weinschenk, 2012), the videos that we have made are designed not to ever

exceed this time which has been set as a maximum. This feature makes them really manageable

via Internet and can easily be downloaded and played on any multimedia device.

Through adapting the written script a technical one is produced which contains the specific and

necessary indications for an effective production. The script is, for the producer, equivalent to a

blueprint for a project in building construction (Rea & Irving, 2002). The script dictates what needs to

be done in the same way that the building plans indicate where to place the bricks.

The descriptive language of the written script requires a translation into concrete audiovisual technical

solutions which will be found in the technical script. This code change can only be carried out by the

person who masters audiovisual language, its innate rules and who also knows the technical

possibilities. It is certainly work to be done by an expert who masters the media and all its complexity

(Fernández & Martínez, 2007), and for this reason requires the help of an expert in audiovisual

communication to take responsibility that the final product reflects all those indications considered

necessary at the time of its production and assembly (editing, soundtrack and post-production process).

In our case, the initial text was segmented into sequences to facilitate the monitoring of video

production. By way of example Table 1 shows the written script developed for the first sequence of

one of the videos. The two-column format is commonly used in audiovisual documentary types, in one

column the sound is given and in the other the visual image. The first column refers to the sequence

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number, the second column gives the text that will become the audio in the video while the third

indicates what should be displayed on the screen.

Nº Written script Technical script1 The analysis of economic and financial

information is a basic tool in any decision process which is why it is relevant to managers, owners, advisors, and creditors, among others. This video shows how to perform the analysis ofeconomic and financial information on a balancesheet and the accounts statement of a company.

Keywords: Company, money, business people (shareholders, managers, advisors, creditors, etc.) Show the balance sheet and accounts statement which are based on the financial information.

Table 1. Example script

In the editing stage scenes are selected and the final length is determined, titles are added as well as the

soundtrack. The link between auditory and visual information provides the student with a multisensory

experience (Hampton, 2002), improving their motivation more effectively than written text (Choi &

Johnson, 2007; Shyu, 2000). The inclusion of music, which can be created using free or professional

software, is entirely intentional in order to release dopamine when listening which acts as a

neurotransmitter in the central nervous system creating a pleasant feeling and a good mood (Salimpoor.

Benevoy, Larcher, Dagher & Zatorre, 2011), ideal to facilitate learning.

In our case, the end result is a set of videos that ha ve been published on a digital Moodle type platform

with free access for students. This platform is a web application that allows the integration of a large

number and variety of online multimedia resources thanks to its design structure and the database it

uses. The insertion of the videos is a simple task that does not require the use of resources such as

forums or websites.

5. Results

Since the first semester of 2012-2013 a questionnaire has been used with the aim of getting the

corresponding feedback in relation to the value added through the use of videos in the learning

process. Considering the objectives and the exploratory nature of the work a survey based on closed

questions was developed with to the aim of knowing students opinions. In addition, more specific

objectives were included:

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• To determine whether the use of video as a teaching tool favors learning or not.

• To know the students’ assessment of the proposed content: presentation clarity and level of

difficulty.

• To know the degree of student satisfaction regarding the content and technical quality of the

multimedia material made available.

The anonymous surveys were conducted by teachers at the beginning of the last class session of the

course, which may introduce some bias as students who attend class regularly have higher motivation

and are more interested in the skills and educational activities carried out the teacher (Fjortoft, 2005). It

is worth noting there is research based only on paper to analyze the use of videos in teaching while

others, based on the mixed use of paper and online versions (Chester, Buntine, Hammond & Atkinson,

2011). The questionnaire was conducted based on two major ambits:

• Ambit 1 (questions 1 through 6 of the questionnaire). Rate the content, its level of depth and

informative clarity.

• Ambit 2 (questions 7 to 14 of the questionnaire). Rate the videos as a learning tool, both from

the perspective of their technical function and their contribution to the training process.

On concluding the period of research, of the 578 students enrolled 264 responses were obtained. The

questionnaire includes fourteen items to make it a quick survey, using an ordinal scale such as the Likert

scale, for its ease, low cost, and mainly because it intends to measure individual attitudes. Summers

(1982) defines attitude as the sum total of inclinations and feelings, prejudices or distortions,

preconceived notions, ideas, fears, threats and convictions of an individual about any specific issue, and

attitude is expressed through opinions (Ávila, 2006).

The scale has been designed according to a series of items that reflect a positive or negative opinion

about a question, each divided into five alternatives: (5) strongly agree, (4) agree, (3) indifferent (2)

disagree and (1) strongly disagree. These items have been drafted with criteria pr oposed by Weiers

(1986): less than twenty words, logical, simple and not compound sentences, avoiding the words:

everyone, always and nobody. Besides, an attempt has been made to avoid acquiescence (agreement

with any assertion) by introducing a negative item. To corroborate the content validity, consultation was

undertaken with a number of teachers in the department and some from other areas of knowledge

who use educational videos. The results obtained are shown in Table 2.

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Nº Question 5 4 3 2 11 They have helped me to have a clearer view of the subject 3 55 154 41 12 They increased my expectations about the subject 12 93 79 67 133 They have only been supplementary 14 89 92 42 274 They have led me to not give importance to other media 0 13 26 106 1195 I prefer the videos to PDF files 0 40 119 79 266 The technical quality of a teaching video is fundamentally important 120 95 46 2 17 They have been relevant to my learning 18 90 142 14 08 They have been motivating for my learning 0 132 119 11 29 They have helped me to discover things about the subject 26 53 132 53 010 They have helped me in a different way than the class notes 15 52 158 0 3911 They are a more harmful than positive tool 0 14 39 53 15812 They have improved our collaborative work 0 53 91 79 4113 They have allowed me to learn in a different way 26 133 66 26 1314 Their quality can be as important as their content 110 115 18 15 6

Table 2. Results obtained from the student survey

Below, the values obtained from the statistics of central tendency and dispersion (Table 3) are shown.

Nº Question Mean SDeviation Mode1 They have helped me to have a clearer view of the subject 3.1 ± 0.75 32 They increased my expectations about the subject 3.1 ± 0.99 43 They have only been supplementary 3.1 ± 1.06 34 They have led me to not give importance to other media 1.7 ± 0.83 15 I prefer the videos to PDF files 2.7 ± 0.85 36 The technical quality of a teaching video is fundamentally important 4.3 ± 0.79 57 They have been relevant to my learning 3.4 ± 0.70 38 They have been motivating for my learning 3.4 ± 0.61 49 They have helped me to discover things about the subject 3.2 ± 0.87 310 They have helped me in a different way than the class notes 3.0 ± 1.01 311 They are a more harmful than positive tool 1.7 ± 0.92 112 They have improved our collaborative work 2.6 ± 0.98 313 They have allowed me to learn in a different way 3.5 ± 0.97 414 Their quality can be as important as their content 4.2 ± 0.94 4

Table 3. Statistical results

The results show the extent to which students feel that the videos are appropriate to their training

needs. They show an overall student satisfaction for their production and positive perceptions in

relation to the impact on their learning. This is possibly due to the connection with current culture,

transmitting content accessible from technological tools used every day.

The sample has not taken into account student profile, which implies a limitation of the study given the

existence of at least two types of students: idealists and pragmatists. The idealists enjoy traditional type

conferences while the pragmatists simply look for enough information to pass, so for the latter group

videos fit well with their profile (Dolnicar, 2005). Another issue which is not analyzed is the influence

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of age on the perception of satisfaction about using teaching videos. In our case this had little effect as

the students in the study are mostly aged between twenty and twenty-eight.

The answer to the question of whether the videos have helped to discover new things is conditioned by

the fact that they follow the pedagogical strategy of presenting information and therefore do not

require an active attitude on behalf of the students. It might be worth considering the strategy of

involving students in creating their own videos, because they learn through working, collaborating and

possibly developing academic videos. With this approach the perception students expressed that the

videos contributed little to collaborative work videos could be improved.

With regard to the opinion of whether the videos have helped in a different way than traditional notes,

the results obtained strengthen McKinney and Page’s (2009) theory as they back the new learning

opportunities provided and contradict the results presented by Hew (2009) because students do not

declare that they use them to retrieve or clarify any doubts generated in class. However, Hew’s (2009)

work only analyzed eleven items and they were mostly descriptive studies.

Most students say the videos help them to have a clearer view, or that they have only been a new

addition to the subject or that have helped in a different way than notes. Lonn and Teasley’s (2009)

results lead in the same direction stating that podcasts constitute complementary or refresher material

when preparing for evaluations. This all shows that for podcasts to be truly beneficial students have to

keep doing the same things they always have, which is fully consistent with the findings of research by

McKinney et al. (2008).

Quality is a fundamental attribute in the same way that the content is, so you need to allocate resources

to technical aspects. However, possibly in any educational institution, there is limited teacher

involvement in the development of digital educational content. According to Martínez and G arcía-

Beltrán (2003), the reasons for this are that, on the one hand, teachers are not usually an experts in

content generation computer tools, and on the other hand, these developments represent more work

without any financial or professional incentive.

It’s worth mentioning that if podcasts help students as we have upheld, it is not so clear if podcasting

contributes to the improvement in the quality of education as a number of teachers simply limit their

contribution to capturing, displaying and transmitting content without modifying the teaching method

in class (Lonn & Teasley, 2009), although there are studies which position themselves against this

affirmation (Campbell, 2005; Cebeci & Tekdal, 2006). If teachers do not find a way to change their

teaching methodology by using different forms of podcasting, students perceive this as just another

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educational resource and teachers will not succeed in the introduction of innovative and interactive

activities to their lectures.

The survey results support the conclusion that the videos produced are welcome, there is an increase in

student satisfaction rates and that they are considered useful for training, in line with other studies

(Dupuis et al, 2013;. Evans, 2008; Kay, 2012; Nagy & Bernschütz, 2015; Williams et al, 2012). In

addition, the characteristics of flexibility, ease of access and cost are valued, so there should be

diversification and expansion to the supply of content. The results obtained do not establish that

videos will allow increasing educational independence away from textbooks or teachers, which

coincides with the view of Salinas (2012), nor has there been detected a decline in class attendance

which is also consistent with studies of Evans (2008), Kay (2012) and Lonn and Teasley (2009). It is

also not possible to conclude from the study that the use of educational videos helps to improve

students' marks in exams, in agreement with work by Chester et al. (2011) and Foertsch et al. (2002).

Home Educational Centre Work Other123 85 38 18

Table 4. Results in terms of place of use

Control over the place of learning provided by videos has been discussed in the literature in numerous

works (Chester et al, 2011; Hill & Nelson, 2011; Winterbottom, 2007). The results obtained (Table 4)

reveal the flexibility provided by multimedia material as it can be used mainly at home (46.6%),

educational centers (32.2%), work (14.4) and elsewhere such as on journeys by public transport (6.8%).

With this data we can conclude that 67.8% of students access outside the educational institution.

Students mostly watch the multimedia material in classical learning situations, as only a minority (18%)

make the most of other times.

6. Conclusions

This paper has reached its proposed objective of establishing the necessary steps to produce

educational videos and has highlighted the need for educational institutions to devote resources to

further improving the quality of multimedia material which teachers can produce. Also, it can be seen

that with podcasts students have material which perfectly complements class notes, and the declining

use of textbooks and PowerPoint presentations. The results of the survey highlight the need to

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diversify and expand the range of content. However, for greater integration of the videos in the

university lectures rooms it would be advisable to increase teachers’ motivation through the use of

some professional incentives or recognition. Consideration should also be given to training teachers to

produce multimedia content enabling them to fulfill the required technical quality.

Finally, it should be noted that it is not the instrument which improves teaching, but rather the way, the

predisposition and topics presented by the teacher, not forgetting that improvement in teaching starts

with the resolve and interest of teachers. As stated by the famous biologist Edward Wilson (2007)

passion is the engine of knowledge, the teacher’s commitment is much more effective if it is expressed

both in the art of teaching and personal love for the subject... students need find tutors in whom to

trust, heroes to emulate and tangible and lasting success. Teachers with this profile feel in their element

(Robinson & Aronica, 2011) and in relation to the development of educational videos, their goal will go

beyond the educational objectives and achieve the status of art.

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